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This popular case-based text applies behavior management principles to classroom teaching, with an emphasis on analyzing behavior management as an instructional problem. Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents. Behavioral principles and practices based on empirical research are illustrated with numerous examples. This text gives students practice in applying principles through analysis of actual case studies through self-questioning and reflection. Topics include identifying and analyzing behavior problems, basic behavior change strategies, talking with students, using the peer group, and working with other educators and parents.

Preface

xi

PART I Developing a Reflective Approach to Problems

1

(140)

Identifying Behavior Problems

3

(18)

Questions for Reflection

4

(14)

Could this problem be a result of inappropriate curriculum or teaching strategies?

5

(1)

What do I demand and prohibit-and what should I?

6

(2)

Demands

8

(1)

Prohibitions

8

(2)

Why do certain behaviors bother me, and what should I do about them?

10

(1)

Is this behavior developmentally significant?

11

(1)

Academic Failure

12

(1)

Aggression

13

(1)

Depression

14

(1)

Problems with Peers

15

(1)

A Note about Multiple Problems

16

(1)

Should I focus on a behavioral excess or a deficiency?

16

(1)

Will resolution of the problem solve anything else?

17

(1)

Summary

18

(1)

References and Resources for Further Study

18

(2)

Reference Notes

20

(1)

Analyzing Behavior Problems

21

(21)

Questions for Reflection

22

(17)

What are my assumptions about why students behave the way they do?

22

(2)

What are the most important alternative explanations of the misbehavior?

24

(1)

Are there causes of the misbehavior that I can control to a significant degree?

25

(1)

How should I define the behavior I am concerned about and identify its antecedents and consequences?

26

(1)

Defining Behavior

26

(1)

Identifying Antecedents

27

(1)

Identifying Consequences

28

(1)

Identifying Chains of Events

29

(2)

Identifying Coercive Interactions

31

(1)

Identifying the Patterns and Stages of Misbehavior

32

(2)

How might I identify the probable cognitive and affective aspects of the misbehavior?

34

(2)

How should I measure the behavior problem and behavior change?

36

(2)

What is a reasonable goal?

38

(1)

How do I accomplish a functional assessment of behavior?

39

(1)

Summary

39

(1)

References and Resources for Further Study

40

(1)

Reference Notes

41

(1)

Changing Behavior

42

(27)

Questions for Reflection

44

(22)

Have I tried the simplest and most obvious strategies?

44

(5)

What approaches to helping students change their behavior are most likely to be successful?

49

(1)

How might I use the five operations of a behavioral approach?

50

(1)

Positive Reinforcement

50

(3)

Negative Reinforcement

53

(1)

Extinction

54

(1)

Response Cost Punishment

55

(1)

Punishment by Presenting Aversives

56

(1)

How can I capitalize on the cognitive and affective aspects of behavior change?

57

(1)

Talking with Students

58

(1)

Choosing Consequences for Students' Behavior

58

(1)

Teaching Self-Control Procedures

58

(1)

Teaching Social Skills

58

(1)

Is my approach positive and supportive of appropriate behavior?

59

(2)

Can I use an instructional approach to prevent this behavior problem?

61

(1)

Precorrecting Problems

61

(1)

Interrupting the Acting-Out Cycle

62

(3)

Special Note on Digital Resources

65

(1)

Summary

66

(1)

References and Resources for Further Study

67

(1)

Reference Notes

68

(1)

Talking with Students

69

(24)

Questions for Reflection

70

(20)

How does classroom talk differ from talking in other places?

70

(3)

How is talking with students about their behavior related to my teaching goals?

73

(1)

How can I avoid unproductive talking with students about their behavior?

73

(4)

What verbal and nonverbal communication skills must I model and teach?

77

(1)

Listening

77

(1)

Using Proximity

78

(1)

Speaking Body Language

78

(1)

Establishing Eye Contact and Varying Facial Expressions

78

(1)

Pausing, Reflecting, and Probing

79

(1)

Describing, Not Judging

79

(1)

Choosing the Best Words

79

(1)

Using the Best Voice

80

(1)

Setting the Right Pace

80

(1)

Summarizing

81

(1)

Questioning

81

(1)

Waiting

82

(1)

How can talking with students help teach them personal responsibility?

82

(2)

How should I talk with students about appropriate behavior?

84

(1)

How should I talk with students about unacceptable behavior?

85

(1)

How should I talk with angry or aggressive students?

86

(3)

How should I talk with students who are with drawn?

89

(1)

Summary

90

(1)

References and Resources for Further Study

90

(2)

Reference Notes

92

(1)

Using Peer Influence

93

(16)

Questions for Reflection

94

(12)

How might I use observational learning and vicarious consequences to affect the behavior of my students' peers?

96

(1)

Models Who Are Likely to Be Imitated

96

(1)

Rewarding the Model and Target Student

97

(1)

Limits of Vicarious Effects

97

(2)

What type of group contingency might I use to create desirable peer pressure?

99

(1)

Independent Group Contingencies

99

(1)

Dependent Group Contingencies

99

(1)

Interdependent Group Contingencies

100

(1)

Cooperative Learning

100

(1)

Cautions about Group Contingencies

101

(1)

How might I engage classroom peers as confederates?

102

(1)

How might I use peer tutors as a classroom resource?

103

(1)

Choosing and Training Tutors

103

(1)

Limitations of Peer Tutoring

104

(1)

What options should I consider in teaching social skills?

104

(2)

Summary

106

(1)

References and Resources for Further Study

106

(2)

Reference Notes

108

(1)

Working with Other Educators

109

(15)

Questions for Reflection

110

(11)

When do I need to seek assistance from colleagues?

111

(1)

How might I work with others to solve problems?

112

(1)

Consultants

112

(1)

Teacher Consultation Teams

112

(1)

Collaborative Teaching

112

(1)

What specific procedures should be followed, and to what extent should I participate?

113

(1)

Consultation

113

(1)

Operational Guidelines for Teacher Consultation Teams

114

(1)

Collaborative Teaching

115

(1)

How can administrators, parents, and students participate in the collaborative problem-solving process?

115

(2)

How do team members monitor and evaluate the effectiveness of interventions?